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Immersive robotic telepresence combines virtual reality (VR) with robotics to provide a teleoperator with a means to act in a distant environment. The objective of this contribution is to focus on the views of teachers and parents to explore their opinions about using an immersive robotic telepresence system to implement inclusive robot-based group activities in primary school settings. Eleven adult participants attended three focus groups. Through thematic analysis, participants’ views were grouped into five main themes. Overall, our results point to considering the use of an immersive telepresence system as a promising complement to pre-programmed robot-based activities. It still remains unclear, how-ever, whether the telepresence strategy can be considered usable in a school setting with limited technical support available. Refereed/Peer-reviewed Version of record

ICCHP-AAATE 2022 Open Access Compendium "Assistive Technology, Accessibility and (e)Inclusion" Part I / Petz, Andrea ; Hoogerwerf, Evert-Jan ; Mavrou, Katerina, Seite 78-84, This contribution provides an overview of the activities conducted within the Erasmus+ Project NeMo (NEw MOnitoring guidelines to develop innovative early child education teachers curricula) aimed at developing a digital toolkit to enable pre-school teachers observe signs of autism spectrum disorder (ASD) in their pupils as well as design teaching activities to address the main social and developmental challenges related to ASD. The development process was carried out in three phases (1) requirement gathering and systematic review, (2) conceptualization, and (3) pilot testing, of which the first two have been concluded and the last one is currently ongoing. The first phase (requirement gathering) comprised an online survey that involved 434 pre-school teachers in five European countries: Italy, Spain, Cyprus, Slovenia, and Sweden. Based on the survey results, the first version of the toolkit encompassed a web application that implements an educational network allowing teachers to create custom educational activities tailored on students’ needs and keep tracks of student progress. Pilot testing is currently ongoing in five countries to gather preliminary information on its feasibility and acceptability. The final results of the pilot trials will provide further indications about the feasibility of implementing such device in early educational settings. Results will help bridging clinical services with educational services to promote more timely and integrated ASD care pathways.